Jamaica faces significant challenges regarding poor educational outcomes, which have serious consequences for both individual opportunities and the nation’s development. Although there has been an increase in access to education, particularly at the primary level, notable disparities persist, resulting in inadequate learning outcomes for many students. [xiii]
The PISA 2022 results reveal a troubling situation regarding Jamaican students’ performance when compared to OECD averages. In mathematics, 15-year-olds in Jamaica scored 377 points, which is considerably lower than the OECD average of 472 points. Likewise, reading scores averaged 410 points, compared to 476 points in OECD countries, and science scores averaged 403 points versus 485 points in OECD countries. These significant gaps highlight a systemic issue that warrants immediate attention. [xiv]
The low levels of proficiency further highlight the seriousness of the issue. Only 26% of Jamaican students achieved at least Level 2 proficiency in mathematics, indicating a critical lack of basic math skills and understanding. The nearly complete absence of high achievers in mathematics (Levels 5 or 6) is especially concerning, with virtually no Jamaican students reaching these levels. [xv]
Other variables also contribute to these unsatisfactory outcomes. A considerably more significant percentage of Jamaican students reported feeling unsafe at school compared to their OECD counterparts: 22% on their way to school (OECD: 8%), 16% in classrooms (OECD: 7%), and 25% in other areas of the school (OECD: 10%). The extended school closures due to COVID-19, which impacted 76% of Jamaican students for over three months compared to 51% in OECD countries, likely worsened these issues. Even with high pre-primary education attendance rates (96% compared to 94% in OECD countries), the high-grade repetition rate (20% versus 9%) suggests inherent problems within the education system. [xvi]
To address the low quality of education, Jamaica’s government has implemented several strategies, including the creation of a National Standards Curriculum (NSC) designed to enhance the quality of teaching and learning at all educational levels. This curriculum emphasises competency-based learning, incorporates technology, and fosters critical thinking skills. However, the execution and effectiveness of the NSC vary across schools and regions, influenced by factors such as resource availability and teacher training. [xvii]
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50th_Session_UN-UPR_JamaicaReferences
[xiii] Ibid
[xiv] OECD. PISA Database. Paris: OECD. Accessed November 15, 2024. https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI
[xv] Bose-Duker, Theophiline, Michael Henry, and Eric Strobl. “Child Fostering and the Educational Outcomes of Jamaican Children.” International Journal of Educational Development, vol.87, November 2021,https://doi.org/10.1016/j.ijedudev.2021.102483
[xvi] OECD. PISA Database. Paris: OECD. Accessed November 15, 2024. https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI
[xvii] Powell, Sherila Elizabeth. National Standards Curriculum Implementation and Implications for Effective Leadership and Organizational Change in a Group of Primary Schools in Jamaica. Dissertation Manuscript, Unicaf University, March 2023.https://cdn.unicaf.org/websites/unicaf/wp-content/uploads/2024/06/Sherila-Elizabeth-Powell-FINAL-thesis.pdf
[xviii] UNICEF Jamaica. Education Sectoral and DR+ (Thematic) Report: January – December 2018. March 2019.
https://open.unicef.org/sites/transparency/files/2020-06/Jamaica-TP4-2018.pdf
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